annual assessment report - william woods university...annual assessment report program profile...

Annual Assessment

Report Equestrian Science

Faculty Responsible for the Report

• • •

Annual Assessment Report Program Profile

2014-2015 2015-2016

Majors (total, majors 1,2,3) 126 96

Minors 53 47

Concentrations (Add Rows

if needed)

Full Time Faculty

Part Time Faculty

If your discipline has a secondary education certification component, you will need to indicate that in the title of this

report unless you are submitting a separate report for the education component.

*If your discipline is a major with one or multiple concentrations, that information needs to be included as separate

content. Report the number of declared students by concentration and each concentration will need a separate assessment

section.

Program Delivery (HLC 3A3)

Traditional on-campus ______X______

Online Program ____________

Evening Cohort _____________

Analysis: As a unique program, the equestrian studies majors draw students with many different skills and many different

career goals. As a department we look at students who persist in any one of the equestrian majors as a success

as well as students who enter the university as equestrian majors and persist as majors in another department.

It is important that these students are tracked as the overwhelming majority of our student all begin as

Equestrian Science majors. It is challenging to help incoming students understand the reality of what it takes to

be successful as an equestrian science major until they have the opportunity to explore what the equine industry

has to offer. Much of this “career counseling” occurs during EQU 111 Introduction to the Horse Industry taken

their first or second semester at WWU. At this point some students decide that an Equine Administration or

Equestrian General Studies major is more suited to their career goals.

• • •

Outside Accreditation: There is not currently an accrediting body for equestrian programs at this time. However, we have remained

active with the National Association of Equine Affiliated Academics and this organization is moving toward

development of national standards.

Program Action Items

Action Item 1: Examine the proficiency exam sequence and analyze the new process

implemented during the 14-15 academic year and make

recommendations for the test sequence and the corresponding data.

Action steps: Review 14-15 academic year proficiency test results (raw data as well

as assessment data)

Evaluate fall proficiency test results for 2015

Timeline December 2015

Faculty Responsible Sarah Track

Liz Haben

Evaluation Applied rubrics were reviews and refined after the 15-16 sequence.

New changes include a rubric section for any skills demonstrated

(but not necessarily called for by the assessors) in an unsafe or

incorrect manner.

Action Item 2: Create a writing standard for the EQS portfolio that can be integrated

into upper division coursework

Action steps: Review 15-16 portfolio rubric standards for the written reflection

Develop a more descriptive standard for written work in equestrian

classes and the portfolio

Timeline Spring 2016

Faculty Responsible Karen Pautz

Evaluation Will complete so that the new criteria matches with the portfolio

redesign and launch with livetext (16-17)

Program Objectives:

• • •

Objective 1. Understand the dynamics of the equine industry.

Objective 2. Understand the theories and demonstrate practical skills in equine management.

Objective 3. Recognize signs of illness and administer proper treatment for equine health management and

general maintenance.

Objective 4. Demonstrate proficiency in riding, conditioning and training of horses.

Objective 5. Develop and practice applied riding and teaching methodology in private and group settings.

Objective 6. Develop communication and managerial strategies to deal with other professionals, clientele,

personnel, and employers.

Objective 7. Assess equine conformation and function as it relates to riding, training, instruction, and economic

climate.

Objective 8. Analyze and justify legal, ethical, and industry issues in the specific riding disciplines.

Program Objectives Matrix I=Introduced R= Reinforced M=Mastered A=Assessed

Course Obj.1 Obj.2 Obj.3 Obj.4 Obj.5 Obj.6 Obj.7 Obj. 8

BUS 206 Entrepreneurship I

EQS 212 Theory of Teaching Techniques I I I I

EQS 306 Practical Anatomy &

Conditioning

R R R/A I R/A I

EQS 328 Equine Evaluation R M/A R

EQS 404 Vet Med and Reproduction M

EQS 411 Teaching Techniques Seminar M M M M/A M/A M M M

EQU 111 Intro to the Industry I I I I I

EQU 117 Theory of Performance Horse

Management

I I I

EQU 201 Horse Management Practicum

I

R R/A R R

EQU 221 Stable Management R R R R/A

EQU 391 Horse Management Practicum

II

R M/A M/A R

EQU 405 Equine Business Practices M/A M M

EQS 230 Teaching Techniques II-

Dressage

I I I I

• • •

EQS 231 Teaching Tech II H/J I I I I

EQS 232 Teaching Tech II Saddle Seat I I I I

EQS 235 Teaching Tech II Western I I I I

EQS 340 Teaching Techniques III-

Dressage

R R R R

EQS 341 Teaching Techniques III-H/J R R R R

EQS 342 Teaching Techniques III

Saddle St

R R R R

EQS 345 Teaching Techniques III

Western

R R R R

EQS 351 Teaching Techniques IV-

Dressage

R R R R

EQS 352 Teaching Techniques IV- H/J R R R R


Saddle Seat

R R R R


Western

R R R R

EQS-330-Dressage Issues M R R R R M M/A

EQS-331-Hunter/Jumper Issues M R R R R M M/A

EQS-332-Saddle Seat Issues M R R R R M M/A

EQS-335-Western Issues M R R R R M M/A

EQR APPLIED RIDING COURSES

Course Obj.1 Obj.2 Obj.3 Obj.4 Obj.5 Obj.6 Obj.7 Obj. 8

EQR 101 Fundamentals of

Horsemanship

R R I I R

EQR 111 Introduction to Forward Seat R R I I R

EQR 112 Introduction to Saddle Seat R R I I R

EQR 120 Fundamentals of Dressage R R I I R

• • •

EQR121 Fundamentals of Hunt Seat R R I I R

EQR 122 Fundamentals of Saddle Seat R R I I R

EQR125 Fundamentals of Western R R I I R

EQR 214 Long lining and Driving R R R R R

EQR 215 Long Lining and Driving R R R R R

EQR 220 Intermediate Dressage R R R R R

EQR 221 Intermediate Hunt Seat R R R R R

EQR 222 Intermediate Saddle Seat R R R R R

EQR 225 Intermediate Western R R R R R

EQR 320 Intermediate/Adv Dressage R R R R R

EQR 321 Int/Adv Hunt Seat R R R R R

EQR 322 Int/Adv Saddle Seat R R R R R

EQR 325 Intermediate/Adv Western R R R R R

EQR 327 Intermediate Jumper R R R R R

EQR 420 Advanced Dressage R R M R M

EQR 421 Advanced Hunt Seat R R M R M

EQR 422 Advanced Saddle Seat R R M R M

EQR 425 Advanced Western R R M R M

EQR 427 Advanced Jumper R R M R M

EQA/EQS/EQR/EQU

ELECTIVES

EQA 305 Techniques of Facility

Management

R R R R

EQA 320 Equine Event Management R M M

EQA 407 Equine Law I R R

EQA 420 EQA Seminar M M M M

• • •

EQS 200 Introductory Projects I R

EQS 311 Tack Construction and Repair R

EQS 412 Advanced Teaching Practicum M M M M M

EQU 211 Survey of Therapeutic Riding I R R R R

EQS-203 History of Breeds and

Bloodlines

I I

EQS-205 Saddle Seat Training Methods R R R R R R

EQS-304 Theory of Equine Behavior and

Training

R R R R R

EQS-320 Origins of Modern Riding R R

External Assessment A A A A A A A A

Assessment of Program Objectives

Objective 1 Understand the dynamics of the equine industry.

Methods Business Plan assignment scores from EQU 405 Equine Business Practices

EQS Portfolio Rubric (tk20) for objective #1 (scores for all components for

objective #1—EQS 411

Benchmarks and

Results

Business Plan—85% of students from fall and spring with a score of 83%

and above

FALL 15=89% earned benchmark score (17/19 students)

SPRING 16=83% earned benchmark scores (10/12)

Portfolio Objective #1—85% of students with a score of 73% or above

from both assessors for objective #1

FALL 15=91% met benchmark (11/12 students)

SPRING 16=85% met benchmark (6/7 students)

• • •

Remarks: Students present a variety of artifacts to demonstrate mastery

of this objective in their portfolios. Although the data point is for the

entire section related to the objective, it represents three artifacts all

meeting program goals for mastery.

Data Collected

(course specific)

Courses—EQS 411 and EQU 405

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Budget needs

related to the

objective?

none

Objective 2 Understand the theories and demonstrate practical skills in equine

management.

Methods Practical Horse Keeping Unit Scores for EQU 201

Practical Horse Keeping Unit Scores for EQU 391



Benchmarks and

Results

EQU 201 85% of students with an average practical horse keeping score

of 73% or above

FALL 15=100% of students reached or surpassed the 73% benchmark

for the Practical Horse keeping block. Scores ranged from a low 85.10%

of to a high of 98.66%.

SPRING 16=100% of students reached or surpassed the 73% benchmark

for the Practical Horse keeping block. Scores ranged from a low

77.87% of to a high of 98.87%.

EQU 391 85% of students with an average practical horse keeping score

of 83% or above (this reflects a change in benchmark from 12-13 because

of a change in the rubric used for practical horse keeping scores in the

course)

• • •

FALL 15=100% of students reached or surpassed the 73% benchmark

for Practical Horse keeping. Scores ranged from a low of 76.23% to a

high of 98.37%.

SPRING 16=100% of students reached or surpassed the 73% benchmark

for Practical Horsekeeping. Scores ranged from a low of 82.8% to a high

of 99.33%.

EQS Portfolio Rubric Objective #2—85% of graduating seniors earning

83% or above from both assessors for objective #2

FALL 15=100% of students earned benchmark scores (12/12)

SPRING 16=71% of students earned benchmark scores (5/7)

Remarks: Students continue to earn high marks for practical work

completed during the horse management course sequence. Two

students struggled to present artifact and articulate in a written

reflection how they mastered the objective during the spring semester.

The move toward a focused senior portfolio course will help students

who need additional support when developing their portfolios.

Data Collected

(course specific)

EQS student scores while enrolled in EQU 201 and 391

Portfolio Objective—graduating seniors enrolled in capstone course EQS

411

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Budget needs

related to the

objective?

none

Objective 3 Recognize signs of illness and administer proper treatment for equine

health management and general maintenance

• • •

Methods EQU 391 Vital Sign Video Assignment (assignment requiring students to

teach the viewer how to take vital signs on a horse)

EQS Competency Written Exam (written exam identical to the

proficiency test that proficiency candidates take—only questions coded to

objective #3 will be used for annual assessment purposes)



Benchmarks and

Results

EQU 391 Vital Signs Video 85% of students with a score of 83% or above

on the assignment

FALL 15=91% of students earned benchmark scores (11/12 students)

SPRING 16=10/11=90% earned 73% or above

75% of post proficiency candidates (juniors and seniors) with scores of

80% or above

SPRING 16=76% earned 80% or above (16/21 students)



FALL 15=75% reached benchmark scores (9/12)

SPRING 16=100% earned benchmarks scores (7/7)

Remarks: Scores and student numbers passing benchmark standards

improved with student portfolios.

Data Collected

(course specific)

EQU 391 Video-students enrolled in EQU 391


411

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Competency Test—junior and senior EQS students testing during student

performance days

• • •

Budget needs

related to the

objective?

none

Objective 4 Demonstrate proficiency in riding, conditioning and training of horses

Methods EQS 411 Riding Video (students produce video evidence of their practical

riding skills including training and competition footage)

Proficiency Applied Exam (outside assessors score riding ability of

candidates on multiple horses in a test setting)

EQS 306 Conditioning Assignment



Benchmarks and

Results

EQS 411 Riding Video--85% of EQS 411 students complete the required

video with a score of 83% or above

FALL 15=90% met benchmark (10/11 students)

SPRING 16=85.7% (6/7) earned benchmark scores

Proficiency Applied Exam--80% of proficiency candidates score proficient

(65% or above) during the riding exam

FALL 15=57% earned passing scores (4/7 retake or challenge students)

SPRING 16=57% earned passing scores (11/19 students, initial or

retake)

EQS 306 Condition Paper—85% of students with a score of 73% or above

FALL 15=78.6% met benchmark (11/14 students)

SPRING 16=93.3% met benchmark (14/15 students)



FALL 15=83% reached benchmark (10/12 students)

SPRING 16=71% earned benchmark scores (5/7 students)

• • •

Remarks: Student achievement related to benchmarks for the portfolio

reflect scores impacted by missing required artifacts. With low

numbers of EQS portfolios, missing videos or formal turnout rubrics

affected overall performance percentages in the program. The five

students hitting benchmark standards did so in an overwhelming

manner.

Data Collected

(course specific)

EQS 411 Riding Video—students enrolled in capstone course EQS 411

Conditioning Assignment—EQS students enrolled in EQS 306


411

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Proficiency Applied Exam—EQS students testing during Fall and Spring

test dates

Budget needs

related to the

objective?

Applied proficiency external reviewers (2 applied test dates with 3

external reviewers at each test date--$600.00)

Objective 5

Develop and practice applied riding and teaching methodology in

private and group settings

Methods EQS 411 Teaching Video (students produce a video demonstrating their

ability to teach a group lesson)

EQS 411 Teaching Journal (students produce a 16 week field log

capturing their experience mentoring a riding student)

EQS Portfolio Rubric Objective #5

Benchmarks and

Results

Teaching Video--85% of EQS 411 students earn scores of 83% or above on

the teaching video

FALL 15=90% earned benchmarks scores (10/11 students)


• • •

85% of EQS 411 students earn scores of 90% or above on the student

teaching journal

FALL 15=83% earned benchmark scores (10/12 students)






Remarks: Student who submitted the required elements of the

portfolio and EQS 411 journal performed well above benchmark

standards. Required artifacts that were absent from portfolio

submissions resulted in an extremely low score. The low number of

portfolios and students enrolled in EQS 411 during the spring semester

increased the impact the low scores had on overall achievement.

Data Collected

(course specific)

EQS 411 Teaching Video—students enrolled in capstone course EQS 411

EQS 411 Teaching Journal—students enrolled in capstone course EQS 411


411

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Budget needs

related to the

objective?

none

Objective 6

Develop communication and managerial strategies to deal with other

professionals, clientele, personnel and employers

Methods EQU 221 Stable Management Project (students produce a comprehensive

plan for a facility)

• • •

Proficiency Interview (students present themselves dressed for

competition and respond to questions about their discipline from two

assessors)


Benchmarks and

Results

Stable Management Project—85% of students score 73% or above


SPRING 16= 86.9% 20 out of 23 students received a 73% or above on the final

stable management project.

Proficiency Interview--80% of proficiency candidates score proficiently

(85%) during the interview phase of the exam

FALL 15=57% met benchmark (4-7 retake or challenge students)

SPRING 16=70% met benchmark (14/20 students initial or retake)




SPRING 16=85% earned benchmark scores (6/7)

Remarks: Proficiency data confirms faculty observations that students

are frequently overconfident on their ability to successfully meet

proficiency standards in a test challenge situation. Scores improved

dramatically when students spent an additional semester preparing for

the interview phase of the test sequence.

Data Collected

(course specific)

Stable Management Project—EQS students enrolled in EQU 221


411

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Proficiency testing EQS students during student performance days

• • •

Budget needs

related to the

objective?

none

Objective 7

Assess equine conformation and function as it relates to riding, training,

instruction, and economic climate

Methods EQS 328 Conformation Analysis

EQS 306 final exam (Practical Anatomy and Conditioning comprehensive

final)


Benchmarks and

Results

EQS 328 Final Exam--80% of students score 73% or better on the analysis


EQS 306 final exam--80% of students score 73% or better on the final

exam

FALL 15=85.7% earned benchmark scores (12/14 students)

SPRING 16=86.6% earned benchmark scores (13/15 students)





Remarks: Students are achieving consistent results on course related

assessments. Students portfolio scores suffered with at least one EQS

student skipping this section of the required portfolio work.

Data Collected

(course specific)

EQS 328 Analysis- students enrolled in EQS 328

EQS 306 Exam-students enrolled in EQS 306


411

Data Collected

(Assessment Day,

external tests,

• • •

Senior

Achievement)

Budget needs

related to the

objective?

none

Objective 8 Analyze and justify legal, ethical, and industry issues in the specific

riding disciplines

Methods EQS 335, 330, 331, 332 Issues Course Rulebook Artifact (EQS students

take an issues course in their discipline)


Benchmarks and

Results

EQS 335, 330, 331, 332 Issues Rulebook Artifact--80% of students score

73% or above on the case study assignment

FALL 15= EQS 335 Western Issues Rulebook Artifact 86% earned

benchmark scores (13/15 students)

FALL 15=EQS 331 H/J Issues 83% earned benchmark scores (5/6

students)

SPRING 16= EQS 330 NO COURSE SPRING 2016 (LOW

ENROLLMENT)

SPRING 16= EQS 332 Saddle Seat Issues 100% scored 73% or above




100% earned benchmark scores (7/7 students)

Remarks: Selecting uniform artifacts from each of the “Issues” courses

(as recommended on our 14-15 assessment review) has had a positive

impact on our ability to view issues data as a unit.

Data Collected

(course specific)

EQS 335- students

EQS 330 students

• • •

EQS 331 students

EQS 332 students


411

Data Collected

(Assessment Day,

external tests,

Senior

Achievement)

Budget needs

related to the

objective?

Analysis of Assessment: The EQS program is the oldest of the equestrian majors and continues to be a model for innovative approaches in

teaching and assessment. Practical exams, video artifacts, written work and competency based achievements are

all an important part of the comprehensive senior portfolio. The proficiency test sequence has been a cornerstone

of the program for decades and this year saw dramatic changes and improvements that have moved the test closer

to modern best practices in assessment.

Analysis of the Assessment Process (Empirical & Non-Empirical) (HLC4B3) EQS data is pulled from a variety of traditional and practical courses as well as capstone senior portfolios. The

proficiency testing sequence utilizes outside reviewers who are practicing professionals and experts in the

discipline. The applied and interview phases are now rubric based with students presented with concrete

feedback as they work to improve their scores on each phase of the test to the desired level of proficiency. The

question bank for the written portion of the test is reviewed annually by all equestrian faculty and the test

outcomes used to develop or supplement course materials. When student assessment data demonstrated a

weakness in oral communication, and evidence of hard skills related to horse management, new assignments

were created, tested and refined. The resulting objectives are now the some of the strongest parts of our

annual review and program.

Program Changes Based on Assessment: Proficiency testing changes were a significant challenge this year. Proposed adjustments and goals of 14-15

were initiated and then implemented during the 14-15 and 15-16 year. For the first time in the history of the

proficiency sequence, students had a fall opportunity to retake or challenge the test. Although the external

reviewer model remains, the rubric used to score them was divided into competencies and skills. Students

had to perform at benchmark standards on each competency to pass and then earn at least 85% of skills ratings

• • •

as proficient. This made the applied testing process transparent and easy for students to understand. The

scoring rubric will be refined to reflect minor changes within the disciplines, but overall the new format was

well received and will move forward as our test format in 2016-17.

General Education Assessment: Mathematics

Equestrian students analyze data and statistics and identify quantitative relationships through the study of

industry and discipline specific topics at multiple levels of the program.

Meaning

Students are required to analyze texts and identify central themes and interpret underlying meaning using

discipline and industry topics in multiple courses.

Ethical Reasoning

Equestrian students regularly consider ethical problems both in class and in practical experiences both on and

off campus. They examine the role of conflict and competing interests and use a variety of models or theories

related to ethical reasoning in solving or approaching moral dilemmas related the equine industry.

Historical Perspective

Equestrian students are challenged in many equestrian courses to think historically. This requires them reflect

on how the past has shaped the equine industry and all related components.

Diversity

Equestrian students are challenged to explore and develop their understanding of traditions and cultures in

which horses are used for work, sport and recreation.

Creative and Aesthetic Sensibility

Students examine products of human creativity through the observation and analysis of creative works related

to the horse.

Natural Science

Equestrian students understand the natural world through observation of systems, formation and testing of

hypotheses during both practical and theory based equestrian coursework.

Social Science

Equestrian students study the behavior of people and employ principles of science to explain their observations

through case study and course projects in a variety of equestrian courses.

(HLC 4B1)

Program Activities: Student Performance Day Activities (Assessment Day):

• • •

EQA, EQS, and EQGS students participate fully in student performance day activities. The proficiency exam is completed by testing EQS students as well as all EQS declared or intended students. EQA and EQGS students complete the incoming test and skill survey that is used both in this report and for comparison with incoming student scores to determine valued added by the program. EQGS seniors facilitated a group task with underclassman that required them to demonstrate mastery of the core EQGS objectives through teaching and discussion with their peers. EQA students (Juniors and Seniors) participated in a performance task activity designed and facilitated by program faculty.

Senior Achievement Day Presentations: EQA seniors presented at Senior Achievement Day December 3rd and April 28th. The event was held in the Ivy Room in December and the Burton building in April and was set up as a LEAD event. The presenters selected their own projects and were evaluated for presentation technique and project quality by EQS faculty.

Service Learning Activities: The equestrian program offers a variety of informal service learning opportunities for students. We sponsor a

Missouri School for the Deaf partnership that brings MSD students who are members of a club to the stables to

learn more about taking care of horses. This group meets on campus at least once a month and while

sponsored by a faculty member is facilitated with the help of students. Students also have the opportunity to

assist with local 4H and FFA clubs, events and competitions throughout the academic year.

Program Sponsored LEAD Events:

Equestrian faculty sponsor a number of LEAD events each academic year (18+ equestrian related) and assist

with many more.

History of the Polish Arabian Horse - We will be showing an in depth video covering the historical

development of the modern Polish Arabian Horse. From its origins in the Middle East, through two World

Wars, political and historical upheavals, to bring us to the influential bloodlines that we have both in the World

and the United States today. Jean Kraus & Laura Ward (3/15/16)

Social Media Survival Skills for Equestrians - Presentation and discussion on the world of social media

and the unique situations it generates for today's equestrians. Social media literacy, intent and credibility will

be explored with WWU Social Media Strategist - Scott Miniea and EQS Assistant Professor - Laura Ward &

Scott Miniea (3/24/16)

Smith Lilly presented on January 29th to discuss the Saddle Seat training style and industry issues and

history. Mr. Lilly and his wife Alexandra were on campus doing a clinic for the Saddle Seat students January

29 and 30th. (Sarah Track)

Hunter/Jumper Derby October 2015 (Michele Smith) Event Management Horse Show 2016 (Michele Smith) Jeff Cook Clinic 2016 (Michele Smith) Spring Horse Show 2016 (Michele Smith) Nov. 14-15, WWU Completely Relaxed Fall Schooling Dressage Show (Dressage Club—Karen Pautz) Feb. 11, Logic, the Structure of Reason (Critical Thinking Community) Karen Pautz

• • •

Feb. 29, Life Lessons for Everyone (Critical Thinking Community) Karen Pautz Mar. 19-20, WWU Completely Relaxed Spring Schooling Dressage Show (Dressage Club—Karen Pautz) April 16-17, William Woods Spring Dressage Show (Dressage Club—Karen Pautz)

Western Club Fall Horse Show - Join us for our annual Western Club Fall Horse Show in the UPHA arena. The

show is open to the public and will feature western, hunt and saddle seat classes. You must attend for 1 hour in

order to receive LEAD credit. (Petterson)

Resumania Review Workshop - Come join WWU faculty and staff for a one-on-one resume review. In a 15-

minute session, you will receive tips and advice to make your resume one that won't be passed over. Please

bring a printed copy of your current resume to the event. (Petterson/Dittmer)

Equestrian Senior Achievement Presentations - Join EQS, EQGS and EQA seminar students as they present

their senior projects. This event requires completion of a reflection form for LEAD credit. Please bring a

pen/pencil to fill out the form. (Petterson)

Competitive Judging 101 - Have you ever wondered what it takes to be on a competitive judging team? Try your

hand at judging a group of live horses and then attempt to give a set of oral reasons. The event will be run by

the WWU Judging Team and coaches and delivery of a short set of reason (using your notes) is required for

LEAD credit. (Petterson)

Student Accomplishments: EQUESTRIAN STUDENTS:

St. Louis Charity Horse Show 2015: Joey Neuman and “The Kingmaker” were Open English Pleasure

Champions. Betsy Krutek and “Reaganite” were both third in the qualifier and championship of the Amateur

Park division.

Central States Fall Benefit Horse Show 2015: Amanda Tucker and Ro & Me’s Kiss and Tell Champion Three-

Gaited Amateur Park. Taylor Boyer and “I’m a Skywatcher” Grand Champion Three-Gaited Amateur Park.

American Royal Horse Show 2015: Amanda Tucker and “Gypsies, Tramps and Thieves” win both

Missouri/Kansas 5-Gaited amateur classes. Betsy Krutek and “Reaganite” was Reserve Grand Champions in

the Missouri/Kansas Park class and Taylor Boyer was third in the same class with “I’m A Skywatcher”. Joey

Neuman and “The Kingmaker” were Reserve Grand Champions in the Missouri/Kansas Three-Gaited Pleasure

Championship.

Bridlespur Kick-Off Horse Show 2016: Joey Neuman and “Steelin’ A Dream” were champions in the Amateur

Park class and then came in a close reserve in the grand championship to Betsy Krutek and “Reaganite”.

Amanda Isoda and “Callaway’s Never Wanted More” were Grand Champions in the Open English Pleasure

Championship. Shelby Scanlan was Reserve Grand Champion in the Open English Pleasure Championship

riding “RGT Major Tom”. Shelby was also the champion in the Arabian English Pleasure class with “RGT

Major Tom”.

10 students to the Irish Fox "A" Show St. Louis, Mo. - everyone was in the ribbons with 2 Champions, 10 First Place ribbons, 4 2nd place ribbons and 8 3rds and . 5 students to Encore "A" Show, Germantown, TN, everyone in the ribbons. 1 Championship, 2 reserve champions, 7 1sts, 8 2nds, 4 thirds.

• • •

U.S. National Champion Judging Team (Tulsa, Oklahoma)

2015 Pinto World Championship top tens and Reserve World Championships (students Patti Finch-Lonestars

Zipsational, Josey Metoxen-Balido KA and Grace Routh-WV Kyss of Fame).

Faculty Accomplishments:

• Sarah Track granted a 3 year contract

• Jean Kraus appointed to the Arabian Horse Association Judge and Steward Steering Committee • Jennie Petterson—Reserve World Champion 2015 Pinto World Championships

Alumni (Recent Graduates) Accomplishments (past year graduating class):

Graduate surveys and contact regarding employment a year after graduation continues to be a challenge for a

large division. Graduates are employed in the field, but limited personnel and time resources makes it

exceedingly difficult to maintain and monitor student accomplishments and employment. Our EQS Facebook

page is used as a tool for communication and the student emails and newsletter and important methods of

reaching out to graduates. In preparation for upcoming five year EQS, EQA and EQGS reviews we will spend

time developing a system for tracking graduates.

• • •

Annual Assessment Evaluation

Assessment

Component

Assessment Reflects Best

Practices

Assessment Meets the

Expectations of the

University

Assessment Needs

Development

Assessment is

Inadequate

Learning

Objectives

• Detailed, measurable

program learning

objectives

• Objectives are shared with

students and faculty

• Measurable program

learning objectives.

• Learning objectives are

available to students.

• Program learning

objectives are identified

and are generally

measurable

• Program learning

objectives are not clear

or measurable

Assessment

Measures

• Multiple measures are

used to assess a student-

learning objectives.

• Rubrics or guides are used

for the measures.

• All measurements are

clearly described.

• External evaluation of

student learning included.

• Assessment measures relate

to program learning

objectives.

• Various measures are used

to assess student learning.

• Measures chosen provide

useful information about

student learning.

• Assessment focuses on

class content only.

• Minimal description of

how the assessment

relates to the objective.

• Minimal assessment

measures established.

• Assessment measures

not connected to

objectives.

• Assessment measures

are not clear.

• No assessment

measures are

established.

Assessment

Results

• All objectives are assessed

annually, or a rotation

schedule is provided.

• Data are collected and

analyzed to show learning

over time.

• Standards for performance

and gaps in student

learning are clearly

identified.

• Most objectives assessed

annually.

• Data collected and analyzed

showing an annual snapshot

of student learning.

• Data are used to highlight

gaps in student learning.

• Some data from non-course

based content.

• Data collected for at

least one program

objective.

• Data collection is

incomplete.

• Gaps in student

learning not identified.

• Lacking external data to

support course data.

• Learning objectives are

not routinely assessed.

• Routine data is not

collected.

• No discussion on gaps

in student learning.

• No use of external data

to support student

learning.

• Assessment data not

yet collected.

Faculty

Analysis and

Conclusions

• Data is shared that

incorporates multiple

faculty from the program.

• Discussions on data results

incorporate multiple

faculty.

• Opportunities for adjunct

faculty to participate.

• Includes input from

external sources when

possible.

• Multiple program faculty

receive assessment results.

• Assessment results are

discussed

• Specific conclusions about

student learning are made

based on the available

assessment results.

• Minimal faculty input

about results is sought

• Data not used to

determine success or

not to the objective.

• Minimal conclusions

made.

• Faculty input is not

sought.

• Conclusions about

student learning are not

identified.

• N/A Program recently

started or too few

graduates to suggest

any changes.

Actions to

Improve

Learning and

Assessment

• All assessment methods,

timetable for assessing, and

evaluating the

effectiveness modifications

are included.

• Changes to assessment are

inclusive of multiple

faculty.

• Description of changes is

detailed and and linked to

assessment results.

• More than one change to

assessment is proposed,

timetable for assessment,

and evaluating the change is

provided.

• Changes to assessment

measures is highlighted.

• Changes are realistic, with a

good probability of

improving learning or

assessment.

• At least one change to

improve learning or

assessment is

identified.

• The proposed action(s)

relates to faculty

conclusions about areas

for improvement.

• Adjustments to the

assessment are

proposed but not

clearly connected to

data

• Lacking actions to

improve student

learning.

• Actions discussed lack

supportive data.

• Lacking discussion of

the effectiveness of the

assessment plan

• • •

Program: Equestrian Science

Additional Comments:

Several situations where data is provided but it is not marked on the assessment matrix and where the matrix

states data will be provided but it is not. This is easy to overlook and have happen when dealing with so many

different data points. The portfolio in 411 is clearly assessing all of the program objectives but on the matrix it

is only marked for some of the objectives. The data provided is informative and shows that you all are looking

at the work submitted by students and being thoughtful on how you move the program forward. In this

report, the information is not there, but in the future it would be... like on Objective 2, where you report that

100% of students met the objective… how many students were in the EQU201 course that met the objective?

The N is there in the portfolio information, but not the coursework information. In the Proficiency applied

riding exam, when you did not meet the benchmark? Did students do a retake and eventually pass the

proficiency? Is there an action item for the program on how to deal with missing the benchmark by almost

20% of students? Was it the group that went through?? Is this due to the changes you all have made in the

process?

annual assessment report - william woods university...annual assessment report program profile...

Documents